IJSP Number 2, 2020

35 feedback, analyzes and materializes in a timely manner the information with the supervisee in order to obtain maximum benefits. As methods of evaluation and feedback the following can be mentioned: the flashlight (“How do you feel?”, “What was useful for you?”, “Which part of the dialogue had the greatest impact?”, “What will you use from the dialogue from our first session, in the meeting with your client?”); written assessment (questionnaire with questions about the session) and the portfolio. The portfolio includes all the materials prepared by the supervisee during the years spent in supervision (reports, documents required for the Client’s File, sheets proving proof in participation to conferences, workshops during the years of the supervision period, list of publications, etc.) [4]. The didactic means, materials and instruments used in individual and group supervision are learning resources that are meant to maintain the supervisee’s interest, to present concrete experiences and to provide the opportunity for analysis and self-analysis to the participants. In clinical supervision, the following are useful as teaching methods: - Texts, chapters selected from books, articles, papers sent by email to the students that can be read and disseminated; - Worksheets designed by the supervisor and shaped as tests, with beginning of sentences (like a verbal test): - Power Point presentations with concise an short texts, to avoid boring the audience; - The Flipchart, used to present the objectives of the meeting, schemas, keywords from the approach used or from the presentation of the case supervised; - The manner in which the furniture is arranged is an important element in both psychotherapy and supervision. 4. THE SUPERVISOR PRACTICING A PERSONALITY STYLE IN THE BENEFIT OF THE SUPERVISEE 4.1. HOW DOES THE SUPERVISOR’S PERSONALITY STYLE INFLUENCE SUPERVISION? As each therapist has a style of working with the client, the supervisor should also possess a supervisory style. The supervisor’s style is determined by several factors: - personality; - cognitive style; - the therapeutic orientation; - availability to learn technical eclecticism;